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In this paper, we study speech development in children using longitudinal acoustic and articulatory data. Data were collected yearly from grade 1 to grade 4 from four female and four male children. We analyze acoustic and articulatory properties of four corner vowels: /æ/, /i/, /u/, and /A/, each occurring in two different words (different surrounding contexts). Acoustic features include formant frequencies and subglottal resonances (SGRs). Articulatory features include tongue curvature degree (TCD) and tongue curvature position (TCP). Based on the analyses, we observe the emergence of sex-based differences starting from grade 2. Similar to adults, the SGRs divide the vowel space into high, low, front, and back regions at least as early as grade 2. On average, TCD is correlated with vowel height and TCP with vowel frontness. Children in our study used varied articulatory configurations to achieve similar acoustic targets. 

This paper 1 presents a novel system which utilizes acoustic, phonological, morphosyntactic, and prosodic information for binary automatic dialect detection of African American English. We train this system utilizing adult speech data and then evaluate on both children’s and adults’ speech with unmatched training and testing scenarios. The proposed system combines novel and state-of-the-art architectures, including a multi-source transformer language model pre-trained on Twitter text data and fine-tuned on ASR transcripts as well as an LSTM acoustic model trained on self-supervised learning representations, in order to learn a comprehensive view of dialect. We show robust, explainable performance across recording conditions for different features for adult speech, but fusing multiple features is important for good results on children’s speech. 

Acoustic analysis of typically developing elementary school-aged (prepubertal) children’s speech has been primarily performed on cross-sectional data in the past. Few studies have examined longitudinal data in this age group. For this presentation, we analyze the developmental changes in the acoustic properties of children’s speech using data collected longitudinally over four years (from first grade to fourth grade). Four male and four female children participated in this study. Data were collected once every year for each child. Using these data, we measured the four-year development of subglottal acoustics (first two subglottal resonances) and vowel acoustics (first four formants and fundamental frequency). Subglottal acoustic measurements are relatively independent of context, and average values were obtained for each child in each year. Vowel acoustics measurements were made for seven vowels (i, ɪ, ɛ, æ, ʌ, ɑ, u), each occurring in two different words in the stressed syllable. We investigated the correlations between the children’s subglottal acoustics, vowel acoustics, and growth-related variables such as standing height, sitting height, and chronological age. Gender-, vowel-, and child-specific analyses were carried out in order to shed light on how typically developing speech acoustics depend on such variables. [Work supported, in part, by the NSF.]